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Presentation on Universal Design for Learning (UDL)

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UDL presentation

  1. 1. The Higher Education Opportunity Act of 2008 defines UDL as a scientifically valid framework for guiding educational practice that:  Provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and  Reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient. (National Center on Universal Design for Learning, 2011)
  2. 2. Inspiration for UDL Universal design (UD) is a concept that was originally developed in the field of architecture. It arose from the need to provide greater accessibility in buildings and public spaces for everyone. A building reflecting the universal design would allow someone with physical disabilities to get in and maneuver as easily as someone without a disability. (Laureate Education, 2009)  Examples in the Physical Environment  Ramps, elevators, escalators, electric doors, closed captions, curb cuts, tactile paving, and shower/bath tub support bars.
  3. 3. Principle 1: Provide Multiple Means of Representation Principle 2: Provide Multiple Means of Action and Expression Principle 3: Provide Multiple Means of Engagement
  4. 4.  Providing information through multiple modalities (vision, hearing, touch); and  Providing information in an adjustable format.  Examples: Hands-on activities, visual organizers; and Activate prior knowledge highlight key ideas and relationships, define vocabulary, and illustrate key concepts.
  5. 5.  Providing alternative ways for students to express what they know;  Providing multiple options and tools for communication; and  Provide support for planning, managing and monitoring goals.  Examples:  Illustrations, podcasts, blogs, storyboards, music;  Word prediction software, story webs, concept mapping, math manipulatives, web applications; and  Use scaffolding, modeling, think-aloud.
  6. 6. Provide alternative ways to recruit learner interest; Provide varied instruction to promote student interest; and Provide options for setting personal goals. Examples:  Vary levels of challenge, rewards, authentic activities, active participation, make problems and activities relevant;  Differentiate degree of difficulty, provide multiple tools, promote collaboration and cooperative learning, school-wide behavior programs; and  Model ways to manage frustration, develop coping skills, relate to real-life situations.
  7. 7.  Promotes differentiated instruction;  Fosters collaboration and community  Empowers students to take control of their own learning;  Allows opportunities for the teacher to become the facilitator;  Increases student motivation, effort, and creativity;  Builds environments in which students are provided with the maximum opportunities to increase learning; and  Increases digital and traditional literacy skills of learners by incorporating technology
  8. 8. Rose and Meyer (2002) suggest that learning takes place between three different areas of the brain that affect the “What”, the “How” and the “Why” of learning. These areas are known as the Recognition, Strategic, and Affective Networks.
  9. 9.  The Recognition Network: Strategies that support the recognition of information to be learned.  Providing multiple examples;  Highlighting critical features;  Providing multiple media and other formats; and  Support background context.  The Strategic Network: Strategies to process the information to be learned.  Providing flexible models of skilled performance;  Providing practice with support;  Providing ongoing relevant feedback; and  Providing flexible opportunities to demonstrate skills.  The Affective Network: Strategies to promote learner engagement with the tasks.  Offering choices of content and tools;  Providing adjustable levels of challenge;  Offering a choice of learning context; and  Offering a choice of reward. (Rose & Meyer, 2002)
  10. 10.  UDL addresses learner variability by suggesting flexible goals, methods, materials, and assessments that empower educators to meet these varied needs. (National Center on Universal Design for Learning, 2011);  Uses multimedia tools so that all cultures, genders, and races have the optimum learning experience; and  Provides a variety of technology to support diverse learners.
  11. 11.  Advances in technology are assisting and providing students with learning opportunities that are adaptable to their special learning needs and requirements.  Technology applications can simultaneously provide contexts for affirming diversity, facilitating problem solving and creativity, and enhancing student learning. (Kingsley, 2007)  With hard work and persistence, teachers can leverage technology to design and locate content, materials, and resources that are interesting and effective for students at all levels of experience, interest, and ability. (Kingsley, 2007)
  12. 12.  CAST: UDL Lesson Builder - http://lessonbuilder.cast.org/  This website provides educators with tools and models to create and adapt lessons to increase access and participation for all types of learners in a general education curriculum. This tool can be used to assist teachers to generate lessons and instruction incorporating technology, materials, and assessments for a diverse group of learners.  CAST: UDL Book Builder - http://bookbuilder.cast.org/  This free online tool enables educators to develop their own digital books to support reading instruction for children aged 3 and up. Terry, an animated character, guides educators as they write text, choose images, and develop scripts for the prompts, hints, and models that will help build young readers' skills. Teachers can use this tool to create, edit, and save resource-rich texts.  CAST: UDL Studio - http://udlstudio.cast.org/  This is a free web-based tool that enables anyone to author and publish educational materials that use the universal design for learning framework to flexibly respond to the needs of all learners. Authors can create their content using text, video, audio, images, and/or animation. Projects created can be stored privately or shared with groups or in the studio public library.
  13. 13. Kingsley, K. V. (2007). Empower diverse learners with educational technology and digital media. Intervention in School & Clinic, 43(1), 52–56. Retrieved from the Walden University Library using the Education Research Complete database. Laureate Education, Inc. (Executive Producer). (2009). Program twelve: Universal Design for Learning. [Video webcast]. Reaching an engaging all learners through technology. Baltimore, MD: Author. National Center on Universal Design for Learning. (2011, March 15). UDL guidelines–Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
  14. 14.  Slide 1: classroom-aid.com  Slide 2: www.udlcenter.org; ollibean.com  Slide 3: www.adasigndepot.com; www.accessiblehomecleveland.com;  Slide 5: www.glnd.k12.va.us  Slide 6: http://victorfreelibrary.blogspot.com; http://www.mcruffy.com/  Slide 7: http://isocial-itn.eu/  Slide 8: fcp11-3.flatclassroomproject.org ; www.mlive.com  Slide 11: assistivetechnologytidbits.wikispaces.com; pypinportland.wikispaces.com  Slide 13: http://www.cast.org/learningtools/